Unit One 1. Teaching Objectives In this unit the students will listen and then talk about job prejudice read about men's roles at home learn new words and expressions write about the differences between men and women practice reading skills: Recognizing generalizations practice translating skills: Multiples practice describing structures of an organization write a job advertisement visit culture salon for a discussion on computers and the changes in womens employment 2. Main contents and hours distribution 1)Lead in: Listen and Talk /I period 2)Read and Explore(passage A and B)/3 periods or more 3)Write and Produce/I period 5)Culture Salon/off class 3. Main focus and points 1)Speaking: talk about prejudices against certain kinds of jobs, such as lawyers, nurses teachers and so o 2)Words and expressions: to put forward a phenomenon and illustrate it from different aspects, such as, criticize, mirror, trend be bombarded by, syndrome, imply, call for widespread agreement, obsolete, acknowledge, strive, recognition etc. 3)Reading skills: recognizing generalizations 4) Translating skills: Multiples
Unit One 1. Teaching Objectives: In This unit, the students will: ·listen and then talk about job prejudice ·read about men's roles at home ·learn new words and expressions ·write about the differences between men and women ·practice reading skills: Recognizing generalizations ·practice translating skills: Multiples ·practice describing structures of an organization ·write a job advertisement ·visit culture salon for a discussion on computers and the changes in women's employment 2. Main contents and hours distribution: 1) Lead in: Listen and Talk / 1 period 2) Read and Explore (passage A and B) / 3 periods or more 3) Write and Produce / 1 period 4) Oral activities / 1 period 5) Culture Salon / off class 3. Main focus and points: 1) Speaking: talk about prejudices against certain kinds of jobs, such as lawyers, nurses, teachers and so on. 2) Words and expressions: to put forward a phenomenon and illustrate it from different aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc. 3) Reading skills: recognizing generalizations 4) Translating skills: Multiples
5)Writing skills: description of structure and organization and writing job advertisements 4. Extended contents Passage C and d in extended Book 5. Teaching methods: Multimedia teaching tool. Student-centered and task-based teaching methods 6. Reference books 7. Exercises and practice: Exercises3,4,5,6,7,9,and12,13,14,16. 8. Further thinking: 9. Teaching procedures: The first two periods(90m) 1)(TE>Ss) Lead in /discussion: what prejudices do people have about certain kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer 2)(T→Ss)L 3)(Ss>Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs (14m) 4)(Ss>Ss)Communicative task 2: read dialogue 2, learn some tips and practice in pai Pre-reading tasks 1.(Te>Ss)What does father mean to you? Use one sentence to describe 2.(I→Ss),(Ss→Sy) Share your ideas: What kind of man could be called“a good family man"? Is your father a good family man? Do you want to be/marry a good family man? Why?
5) Writing skills: description of structure and organization and writing job advertisements 4. Extended contents: Passage C and D in Extended Book 5. Teaching methods: Multimedia teaching tool. Student-centered and task-based teaching methods. 6. Reference books: 7. Exercises and practice: Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16. 8. Further thinking: (Refer to the courseware) 9. Teaching procedures: The first two periods (90m) 1) (T→Ss) Lead in / discussion: what prejudices do people have about certain kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m) 2) (T→Ss) Listening to the passage on page9 (10m) 3) (Ss→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs. (14m) 4) (Ss→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs. (11m) 5) Passage A: Pre-reading tasks 1. (T→Ss) What does father mean to you? Use one sentence to describe. 2. (T→Ss), (Ss→Ss) Share your ideas: What kind of man could be called “ a good family man”? Is your father a good family man? Do you want to be /marry a good family man? Why?
While reading tasks Questions for thinki The first reading: reading through text a for reading comprehension in exercise 3 The second reading: fill in the blank about the detailed information of text a Words and expressions: pick out some valuable sentences and words for students to analyze and remember. Encourage them to use these expressions while writing g Generalizing main idea Read the passage and generalize its main idea It's mainly about some media trends toward diminishing the importance of fathers in the U.S.) g Sum up the media trends towards fatherhood. Marginalizing fathers abusive husbands/deadbeat dad At-home dads and working mothers are praised At-home mothers and breadwinner fathers are devalued At-home wives are regarded as"status symbols, etc. Find words or expressions in the text which show the author's attitude towards the media trend of marginalizing fathers. 6. (Te>Ss)Assignment: writing a composition on prejudices against men/omen in The third period (45m) 1)(Ss()Ss)Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17 2)(Ss>Ss)In groups of 4, interview your group members and write down their answers 3)(Ss<>Ss)Discuss in groups about your answers and draw a conclusion 4)(S>Ss)Report to the whole class about your group's opinions The fourth and fifth periods(90m)
While reading tasks Questions for thinking The first reading: reading through text A for reading comprehension in exercise 3. The second reading: fill in the blank about the detailed information of text A. Words and expressions: pick out some valuable sentences and words for students to analyze and remember. Encourage them to use these expressions while writing. Reading reflection ❖ Generalizing main idea Read the passage and generalize its main idea. ( It’s mainly about some media trends toward diminishing the importance of fathers in the U.S.) ❖ Sum up the media trends towards fatherhood. Marginalizing fathers; abusive husbands/deadbeat dads; At-home dads and working mothers are praised. At-home mothers and breadwinner fathers are devalued. At-home wives are regarded as “status symbols”, etc. Find words or expressions in the text which show the author’s attitude towards the media trend of marginalizing fathers. 6. (T→Ss) Assignment: writing a composition on prejudices against men/women in job-hunting. The third period (45m) 1) (Ss→Ss) Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17. 2) (Ss→Ss) In groups of 4, interview your group members and write down their answers. (15m) 3) (Ss→Ss) Discuss in groups about your answers and draw a conclusion. 4) (S→Ss) Report to the whole class about your group’s opinions. The fourth and fifth periods (90m)
1)(Ss(>Ss)Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m 2)(Te>Ss) Read through the text and in your own words generalize its main idea 3)(Te>Ss)Read the passage more carefully and try to complete the summary. (See 4)(TE)Ss)Words and expressions: analyze some valuable sentences in passage B (15m) 5)(Ss) Exercises:4,5,6,12,13,14.(30m) 6)(TE>Ss)Reading skills: recognizing generalizations and exercise 15(15m) 7)(T<>Ss)General writing Description of structure and organization First, read the introduction on p. 26 Study the expressions on p. 26 Write a description of an organization in your college or at the University such as the Students Union, Science Association, etc. Be prepared to make an oral presentation on your work The sixth period (45m) I)Role- play Role a You are a young person who has decided to mamy someone you love who comes from another country (e.g, America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful(think of other reasons by yourself You feel that in such a marriage, you will develop a broader point-of-view enjoy more straightforward, honest communication share cultural backgrounds have a chance to travel or live overseas be able to raise bilingual children You will first. Say, "Mother(or Father ) I have decided to marry a man(or e from(name of country). I hope that you will give your approval Role b You are the mother or father of a young person who has decided to marry someone who
1) (Ss→Ss) Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m) 2) (T→Ss) Read through the text and in your own words generalize its main idea. 3) (T→Ss)Read the passage more carefully and try to complete the summary. (See courseware) 4) (T→Ss) Words and expressions: analyze some valuable sentences in passage B. (15m) 5) (Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m) 6) (T→Ss) Reading skills: recognizing generalizations and exercise 15. (15m) 7) (T→Ss) General writing Description of structure and organization First, read the introduction on p. 26. Study the expressions on p. 26. Write a description of an organization in your college or at the University such as the Students’ Union, Science Association, etc. Be prepared to make an oral presentation on your work. The sixth period (45m) 1) Role-play • Role A • You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself): • You feel that in such a marriage, you will: • develop a broader point-of-view • enjoy more straightforward, honest communication • share cultural backgrounds • have a chance to travel or live overseas • be able to raise bilingual children • You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval." • Role B • You are the mother or father of a young person who has decided to marry someone who
comes from another country(e.g, America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful ( think of other reasons by yourself. Argt gainst the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns(think of others by yourself) You worry that in such a marriage, your child will quarrel too much over different ways of thinking have a limited relationship because of language barrier have difficulty with different customs, foods, etc risk being separated from family and relatives raise children who are confused about their cultural identity(which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says 2)Comments and suggestions
comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself): You worry that in such a marriage, your child will - quarrel too much over different ways of thinking - have a limited relationship because of language barrier - have difficulty with different customs, foods, etc. - risk being separated from family and relatives - raise children who are confused about their cultural identity (which culture they belong to) Your child will speak first. Listen, then think and respond to what he or she says. 2) Comments and suggestions
Unit Two Culture 1. Teaching obiectives: In this unit, the students will first listen, and then talk about different cultures read information about aspect of culture learn more words and expressions practice reading skills: distinguishing fact from opinions practice translation skills: numbers learn how to write a program for performance and a passage to introduce the internet learn to talk about "Is it necessary to protect traditional culture?"(e.g on protecting old e visit culture salon for information about Chinese dragon culture 2. Main Contents and Hours distribution 1)Introduce the course and listening and speaking practice/ I period 2) Read and Explore( Passage A and B)/4 periods 5) Culture Salon /off class 3. Main Focus and points. 1)Listening: for specific information 2) Speaking: Inviting a friend to celebrate the Dragon Boat Festival 4)Writing: Forming compound and complex sentences Language points: alte taken in, loud and clear, thanks to, with the exception of 4. Extended Contents Passages c and d in Extended Book 5. Teaching Methods: Teacher's instruction and students' discussion
Unit Two Culture 1. Teaching Objectives: In this unit, the students will • first listen, and then talk about different cultures • read information about aspect of culture • learn more words and expressions • practice reading skills: distinguishing fact from opinions • practice translation skills: numbers • learn how to write a program for performance and a passage to introduce the internet • learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings) • visit culture salon for information about Chinese dragon culture 2. Main Contents and Hours Distribution: 1) Introduce the course and listening and speaking practice / 1 period 2) Read and Explore (Passage A and B) / 4 periods 3) Exercises / 1 period 4) Write and Produce / 1 period 5) Culture Salon / off class 3. Main Focus and Points: 1) Listening: for specific information 2) Speaking: Inviting a friend to celebrate the Dragon Boat Festival 3) Reading: Distinguishing fact from opinion 4) Writing: Forming compound and complex sentences 5) Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, be taken in, loud and clear, thanks to, with the exception of 4. Extended Contents: Passages C and D in Extended Book 5. Teaching Methods: Teacher’s instruction and students’ discussion
6. Teaching Procedures: The first two periods(90m) Task 1: (T)Ss)Lead-in questions: Here are typical symbols of some major cultures What do you think they represent respectively? Would you prefer to live in a monoculture or multi-racial society? Why? Visit Culture Salon about"Chinese Dragon Culture Task 2: (Ss -Ss)Sharing experience Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates Task 3: Talk About It Listen to Dialogue Sample 2 and try to answer the following questions What time should a guest arrive What generally does the guest first do when he/she arrives? If the guest is caught in a traffic jam, what should he/she do? If the guest has accepted an invitation and can't make it, what should he/she do? Need the guest bring any gifts? Task 4: (TE>Ss)How much do you know about Shakespeare? Discuss the short paragraph on P 34 with your neighbor and point out the errors Then look at the pictures of Shakespeare's life and make comments based on these pictures Task 5: (Ss <> Ss) Lead-in listening(textbook) Ss are going to listen to an interesting short play about visiting Shakespeare's house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times) Passage D Appreciating Cultural Differences Makes Good Business Sense Task 1. Skimming and Scanning It's essential to understand the cultural differences if you want to be proved more reliable n commercial relationships and germans are playing vital roles in international business and trade 3. Latins like physical touching and small personal distance, so are Germans 4. Latins tend to be much more casual and informal than germans and Japanese in manners 5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away his eyes 6. Germans place both hands above the table when they are having dinners 7. It's considered acceptable for the guests to make some negative comments about the food served if it is really badly cooked Task 2 Vocabulary Development Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun
6. Teaching Procedures: The first two periods (90m) Task 1: (T→Ss) Lead-in questions: Here are typical symbols of some major cultures. What do you think they represent respectively? Would you prefer to live in a monoculture or multi-racial society? Why? Visit Culture Salon about “Chinese Dragon Culture”. Task 2: (Ss →Ss)Sharing experience Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates. Task 3: Talk About It Listen to Dialogue Sample 2 and try to answer the following questions. ➢ What time should a guest arrive? ➢ What generally does the guest first do when he/she arrives? ➢ If the guest is caught in a traffic jam, what should he/she do? ➢ If the guest has accepted an invitation and can’t make it, what should he/she do? ➢ Need the guest bring any gifts? Task 4: (T→Ss) How much do you know about Shakespeare? Discuss the short paragraph on P 34 with your neighbor and point out the errors. Then look at the pictures of Shakespeare’s life and make comments based on these pictures. Task 5: (Ss →Ss) Lead-in listening (textbook) Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times) Passage D Appreciating Cultural Differences Makes Good Business Sense Task 1. Skimming and Scanning 1. It’s essential to understand the cultural differences if you want to be proved more reliable in commercial relationships. 2. Japanese, Latins and Germans are playing vital roles in international business and trade. 3. Latins like physical touching and small personal distance, so are Germans. 4. Latins tend to be much more casual and informal than Germans and Japanese in manners. 5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away his eyes. 6. Germans place both hands above the table when they are having dinners. 7. It’s considered acceptable for the guests to make some negative comments about the food served if it is really badly cooked. Task 2. Vocabulary Development Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun
that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down Task 3. Read and Simulate The third period ( 45m Culture Shock 1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks. 2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page The 4th 5th periods(90m) D)(TeSs) Reading skills practice: Distingu facts from opinion 2)(Ss) Read Passage B on cultural differences and answer the questions 3)(Ss) Translate the sentences into Chinese 4)(TE>Ss) Vocabulary Development 5)Read and simulate 6)(TESs) Language points 7)(Ss) Exercise 12, 13, 14 8)(T→Ss) Assignment Choose one aspect of culture in China or other countries and prepare a presentation to the class The 1)(Ss>Ss)Ss presentation of different cultures in different countries 2)(TE=Ss)Comments and suggestions Unit Three Copyright 1. Teaching objectives This unit will 1) provide students with materials to learn about Copyright; 2)provide students with useful information about Copyright; 3)provide students with practical reading skills: making references 4)provide students with translating skills: negatives; 5)provide students with practical describing advantages and disadvantages 6)provide students with writing a letter of complaint 7) provide students with cultural information for a discussion on academic honesty
that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down. Task 3. Read and Simulate The third period (45m) Culture Shock 1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks. 2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page. The 4th 5 th periods (90m) 1) (T→Ss) Reading skills practice: Distinguishing facts from opinion 2) (Ss) Read Passage B on cultural differences and answer the questions. 3) (Ss) Translate the sentences into Chinese. 4) (T→Ss) Vocabulary Development 5) Read and simulate 6) (T→Ss) Language points 7) (Ss) Exercise 12, 13, 14 8) (T→Ss) Assignment: Choose one aspect of culture in China or other countries and prepare a presentation to the class. The 6th period (45m) 1) (Ss→Ss) Ss’ presentation of different cultures in different countries. 2) (T→Ss) Comments and suggestions. Unit Three Copyright 1. Teaching objectives This unit will 1) provide students with materials to learn about Copyright; 2) provide students with useful information about Copyright; 3) provide students with practical reading skills: making references; 4) provide students with translating skills: negatives; 5) provide students with practical describing advantages and disadvantages; 6) provide students with writing a letter of complaint; 7) provide students with cultural information for a discussion on academic honesty
2. Course Arrangements and main contents Ist period: Cultural salon talk about it(half class) 2nd period: Cultural salon talk about it(another half class) 3rd period Listening comprehension, vocabulary of passage A( whole class) 4th period: Analysis of passage A( whole class) 5th period: Practical writing+ communicative skills(half class) 6th period: Practical writing +communicative skills(another half class) 7th period: Passage A: exercises, Passage B: vocabulary(whole class) 8th period: Passage B(whole class) 3. Extended Contents Passages c and d in Extended Book 4. Teaching methods Teacher's instruction and students' discussion 5. Teaching procedures The First and Second Periods(90m) Task 1: Warm-up questions I)Where do you get your favorite MP3 or mobile phone? 2) Have you ever bought any fake products or pirated produc 3)Why do you think people ignore or violate copyright? Task 2 Listen and fill in Task 3: Listen to the long conversation, and answer the following questions Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions 商标 消协 3.假货 4.备份文件 Task 5: Read Dialogue I loudly, and find the English version of the following phrases 1.盗版软件 2.正版产品 升级 4.不道德的 Passage A: 10 Big Myths About Copyright 1. Key words and expressions copyright notice版权标识 violation侵权 Berne copyright convention伯尔尼版权协定 senet世界性的新闻组网络系统 fair use合理使用 civil law民事法sue起诉 commercial value商业价值 2. Is it true? Please give the reasons
2. Course Arrangements and main contents 1st period: Cultural salon + talk about it (half class) 2nd period: Cultural salon + talk about it (another half class) 3rd period: Listening comprehension, vocabulary of passage A (whole class) 4th period: Analysis of passage A (whole class) 5th period: Practical writing + communicative skills (half class) 6th period: Practical writing + communicative skills (another half class) 7th period: Passage A: exercises, Passage B: vocabulary (whole class) 8th period: Passage B (whole class) 3. Extended Contents: Passages C and D in Extended Book 4. Teaching Methods: Teacher’s instruction and students’ discussion 5. Teaching procedures The First and Second Periods (90m) Task 1: Warm-up questions 1) Where do you get your favorite MP3 or mobile phone? 2) Have you ever bought any fake products or pirated products? What are they? 3) Why do you think people ignore or violate copyright? Task 2: Listen and fill in Task 3: Listen to the long conversation, and answer the following questions. Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions: 1. 商标 ______ 2. 消协_____________ 3. 假货 ________ 4. 备份文件_________ Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases: 1. 盗版软件___________ 2. 正版产品___________3. 升级 __________ 4. 不道德的___________ Passage A: 10 Big Myths About Copyright 1. Key words and expressions copyright notice 版权标识 violation 侵权 Berne copyright convention 伯尔尼版权协定 Usenet 世界性的新闻组网络系统 fair use 合理使用 civil law 民事法 sue 起诉 commercial value 商业价值 2. Is it true? Please give the reasons
1)If it doesn't have a copyright notice, it's not copyrighted 2) If I dont charge for it, it's not a violation 3)If it's posted to Usenet it's in the public domain 4) My posting was just fair use 5)If you dont defend your copyright you lost it.--- Somebody has that name copyrighted 6) If I make up my own stories, but base them on another work, my new work belongs to 7) They can't get me. Defendants in court have powerful rights 8)Oh, so copyright violation isn't a crime or anything 9) It doesn't hurt anybody- in fact it's free advertising 10) They e-mailed me a copy, so I can post it 3. Read and think What do the members of the Dawson community value and respect? What is the pledge of the members? What kinds of behaviors are considered as plagiarism? What do you think is academic dishonesty? Please list some forms of it The third period (454m) cT>Ss)Practical writing+ communicative skills 1)Practical writing: Letter of Complaint Writing a letter of complaint is a serious matter, which should sound much more formal than a sonal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and lite in using language The 4th and sth periods(90m) 1.(Ss)Ss)Reading skills practice: Making inferences exercise 15 2.(TeSs)Content awareness questions Why does the passage say the copyright owners are becoming more aggressive? Why do some managers encourage their people to do illegal copying? What is the lower limit set for severe punishment of copyright violation in the USA? What is the purpose for the TMa to offer fines? What does the two-month review of comments posted to Listservs show 3.(Ss)Read Passage B and translate the following sentences into Chinese 1)It's getting more tempting to infringe on.. Web content. (para. 1) 2) Some do it knowingly, assuming their chances of.. prefabricated content. ( para. 4) 3) The reality is: Whether the bulk of.. paying a stiff fine. (para. 7) 4)ASCAP and BMI, two organizations.. are properly licensed to do so. (para. 10) 5) Although many cases of abuse undoubtedly. . among frequent presenters. "(para. 12) 4. Choose 3-5 sentences for others to remember, and give the reasons for your choice
1) If it doesn’t have a copyright notice, it’s not copyrighted. 2) If I don’t charge for it, it’s not a violation. 3) If it’s posted to Usenet it’s in the public domain. 4) My posting was just fair use. 5) If you don’t defend your copyright you lost it. --- Somebody has that name copyrighted. 6) If I make up my own stories, but base them on another work, my new work belongs to me. 7) They can’t get me. Defendants in court have powerful rights. 8) Oh, so copyright violation isn’t a crime or anything. 9) It doesn’t hurt anybody– in fact it’s free advertising 10) They e-mailed me a copy, so I can post it. 3. Read and think What do the members of the Dawson community value and respect? What is the pledge of the members? What kinds of behaviors are considered as plagiarism? What do you think is academic dishonesty? Please list some forms of it. The third period (454m) (T→Ss)Practical writing + communicative skills 1) Practical writing: Letter of Complaint Writing a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language. The 4 th and 5th periods (90m) 1. (Ss→Ss) Reading skills practice: Making inferences + exercise 15 2. (T→Ss)Content awareness questions: Why does the passage say the copyright owners are becoming more aggressive? Why do some managers encourage their people to do illegal copying? What is the lower limit set for severe punishment of copyright violation in the USA? What is the purpose for the TMA to offer fines? What does the two-month review of comments posted to Listservs show? 3. (Ss) Read Passage B and translate the following sentences into Chinese. 1) It’s getting more tempting to infringe on … Web content. (para.1) 2) Some do it knowingly, assuming their chances of … prefabricated content.(para.4) 3) The reality is: Whether the bulk of … paying a stiff fine.” (para.7) 4) ASCAP and BMI, two organizations … are properly licensed to do so.” (para.10) 5) Although many cases of abuse undoubtedly … among frequent presenters.” (para.12) 4. Choose 3-5 sentences for others to remember, and give the reasons for your choice
